Out-of-Field Social Studies Teaching through Sustainable Culture-Based Pedagogy: A Filipino Perspective

Abstract

Teaching across specialization Coping mechanism Sustainable pedagogy Out-of-field teaching Sustainable pedagogy Eidetic insights Heideggerian interpretivism BTM. Quality of the instructional process is at stake when taught by out-of-field teachers. The current study identified the problems met by such teachers who teach across their specialization in the teaching of social studies. These Out-of-field social studies teachers encounter several issues in the preparation and administration of their lessons. This study first identified this specialization-workload mismatch and investigated what coping mechanisms can be introduced for the survival of these teachers in and out-offield-teaching environment. The study employed a qualitative phenomenological research methodology and conducted an in-depth interview using open-ended questions, in order to generate the eidetic insights of the issues. Ethical considerations were administered to protect the confidentiality of the research participants. The data collected were translated and analyzed, resulting in the unveiling of themes and concepts from the narratives of the research participants. In the light of these findings, a Heideggerian interpretive analysis catapulted the creation of a Culture-based BAYLE Teaching Model (BTM) for that could be a solution to the out-of-field teaching individuals. The study recommends the introduction of BTM in all schools facing outof-field issues. Contribution/Originality: This study contributes a pioneering mechanism in responding to the problem of outof-field social studies teaching in the workplace using Heidggerian interpretivism. This study recommends crafting of a culture-based model of innovative instructional delivery known as the Bayle Teaching Model-a legacy of the Philippines to cultural global education. 1. INTRODUCTION 1.1. Introducing the Problem When individuals interact beyond borders or socio-cultural differences, they develop a sense of conformity in solving mutual complex problems and decision-making with a common goal. Education has played a major role in this unified compliance to global standards of politics, culture, and economy. The increasing trend towards such a progressive educational system has emphasized the need for quality teachers for effective social studies learning. Prior studies have also considered teachers" quality as one of the essential elements in making a significant impact on learners" success. It also remains a pivotal requirement in every education institution. However, such a scenario

Indigenizing and contextualizing the use of cooperative learning strategies

“…CRP is a teaching initiative in a diverse classroom using culture as framework in lesson development, which provides easy access in facilitating students' learning (Irvine, 2009;Mette, Nieuwenhuizen & Hvidston, 2016). CRP also supports the previous works of Pacaña, Ramos, Catarata & Inocian (2019) in a Bayle Teaching Model grounded on the culture of dancing in the rural past; Tejada, Juarez, Molbog, Inocian (2018) in an Ugmad Teaching Model built on the culture of upland farming; and Estrelloso, Cuyno, Gimoros & Inocian (2019) in a Labada Teaching Model founded on the culture of traditional laundry practices in the rural areas.…”

The Meaning of out-of-Field Teaching for Social Studies and Professional Experiences

“…There are many components that affect success in education. The primary component is the teacher factor (Çınkır & Kurum, 2015;Fitchett & Heafner, 2018;Pacaña et al, 2019). The teacher factor is discussed as a part of the education quality matter.…”

“…The variation in the graduation field and the employment field highlight the concepts of the out-of-field education and out-of-field employment. There is little research on out-of-field teaching in the field of social studies education (Conklin, 2012;Pacaña et al, 2019;Savage, 2019). However, while how teachers affect student success is a matter of debate among researchers, there are also limited studies examining the role of social studies teachers in increasing student success (Fitchett & Heafner, 2018;Savage, 2019).…”

“…Out-of-field teaching is a concept used in cases where the teacher does not have an academic main field or certificate related to the subject (Dee & Cohodes, 2008;Pacaña et al, 2019;Sharplin, 2014). When a highly qualified teacher in any field teaches in a different field from their primary field and has relatively less experience as background, it can be considered unqualified (Ingersoll, 2001a).…”

“…Identification with the field, just like professional identification, can contribute to the feeling of belonging to both the profession and the field. Studies have been conducted on the effect of out-of-field teaching on student achievement, professional development and its relationship with the problems experienced (Dee & Cohodes, 2008;Ingersoll & Gruber, 1996;Loveys, 2011;Olitsky, 2006;Pacaña et al, 2019;Sharplin, 2014). Issues like the relationship of out-of-field teaching with academic success, the professional development of the teacher, and their experiences in their career have been mentioned in the literature (Sharplin, 2014).…”